I am simultaneously updating the family calendar and trying to write a syllabus for a chemistry class.

I exist in a superposition of states! You won't know which one until you try to make a measurement!

ψ_me = c₁ψ_mom + c₂ψ_teacher

Ask me a question--whether I answer as mom or teacher depends on the coefficients.  This could have unfortunate implications for my syllabus.

My children just ask if they get partial credit for poorly done chores.

Teenage Disapproval as Measured by Step Intensity.

Abstract:
The human teenager is noted his/her ability to disapprove of any action taken by an authority figure. By later adolescence, many teenagers have learned that direct expression of disapproval may be met by a number of consequences, including (but not limited to) removal of of privileges, curtailment of social outlets and stern lectures. The teenager, however, still requires a method of informing the world of his/her disapproval as he/she believes that this information will result in a change in the authority figure's behavior. Teenagers persist in the belief their disapproval is a motivating force for change in authority figures, despite overwhelming evidence to the contrary. (Cosby, 1985)

To clearly demonstrate their dissaproval while minimizing negative consequences, many teens increase the intensity of their steps. This increase in sound clearly communicates their dissaproval while allowing for plausible deniability ("What? I'm just walking around!") We have analyzed the step intensity and found that it is accurately modeled by the following

I =I_ox10^ame

I_o = normal step intensity
a=annoyance factor (0<1)
m=number of times teen has already expressed annoyance in the prior 24 hours
e=time since last meal